CHAPTER 1 4 New

ST. ANNE BUSINESS INSTITUTE INC.
SENIOR HIGH SCHOOL DEPARTMENT
CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
Face-to-face classes are simply defined as teaching a group of students
learning material and course content by the instructional method. In this type of
learning, there is a live interaction between the instructor and the learner. This
type of learning is one of the most common and popular traditional ways of
imparting knowledge. Face-to-face classes offer a sense of immediacy and a
more intimate setting that makes it possible for people to interact with one
another more deeply. This not only improves the educational opportunities for the
students but also develops a sense of belonging and community in the
classroom.
There are many benefits to face-to-face classes that have been
demonstrated to improve high school students’ academic performances. One can
learn faster through this kind of interaction because it gives assistance and raises
questions while the topic is still fresh from one’s mind. Having this kind of
interaction, it gives assistance and raises questions while the topic is still fresh
from one’s mind. Having this kind of interaction can have a greater possibility to
produce successful outputs or outcomes since clarity of the topic is being
achieved.
Other benefits of having this interaction also include improved critical
thinking abilities, increased engagement and connection with classmates and
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instructors, and a greater sense of accountability and responsibility for their
learning.
Researchers also wanted to investigate the effects of face-to-face learning
experiences on high school students’ sociability, emotional growth, and
communication abilities. Studies of this may brighten everyone’s mind of how
important face to face is in dealing with our daily routine and goals in life.
Especially, with the technology we have today could also improve face-to-
face learning and we have computers that we could use in teaching students.
They can also benefit much more in this process. The teachers could make use
of online tools such as discussion boards, wikis, and blogs to allow for more
interaction between students and teachers. Using online resources such as
videos, articles, and interactive exercises to supplement the face-to-face classes.
Encouraging students to use technology outside of class to research and study
for assignments.
There are lots of ways to improve face-to-face learning experiences and
this could even help students in their academic performances. Understanding the
positive and negative of face-to-face learning experiences can help us better to
understand the requirement of our students and design successful learning
environments that will help them succeed.
Background of the Study
The study focuses on 4 students of Grade 8 Stargazer from Toledo
National High School Toledo, Nabas, Aklan. Since face-to-face classes began at
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both public and private schools, it is important for us to study the learning
experiences of the students in face to face learning. In this qualitative research
study, we examine what are the positive and negative factors of face to face
learning experiences of the students.
Theoretical Framework
Face-to-face learning experiences have many benefits to offer for students
like providing a more personalized learning experience, which allows for
immediate feedback and enhanced social interactions. Face-to-face learning
experiences provide a more beneficial. The key advantage of traditional
classroom learning is that it provides personalized learning opportunities, social
interactions, and active learning (Duchin, 2016). Students acquire more
significant results from direct contact with the teacher and students, which
enhances the learning experience through a supportive and interactive
community.
These learning experiences weather positive or negative could improve
the student’s academic performances since they could participate in classrooms
more actively and teachers could give the students instructions or advice that
could help for their preferences in their future careers. The students participating
in face-to-face learning experiences could also improve their own confidence and
they can practice how to socialize with other students.
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Therefore, conclude that a face-to-face learning experience were
necessary and beneficial to the Grade 8- Stargazers students of Toledo National
High School and is therefore commendable to students and teachers to produce
a globally competitive individual.
Conceptual Framework
Insights from Learners Experiences
Learner’s Experiences
Face to
Face
Learning
In figure 1 show that face to face learning gives students the opportunity to
get quick feedback on their work, which is crucial for their progress. It also gives
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students the chance to collaborate and network, which can help them create a
lasting connection that could be useful to them later in their careers. Having the
benefits of face-to-face learning’s will give interaction to the students that allowed
them to improve their critical thinking abilities, increase engagement and
connections with classmates and instructors, and a great sense of accountability
and responsibility for their learning.
Learner experiences, it determines how learners’ program, whether it is
positive or negative. Some examples of learning through experience include
focuses on being authentic, interactive, and collaborative to enhance
engagement and improve knowledge retention.
Learning insights, which are based on the educational process and it can
be related to training content, trainer performance, and learner success.
Review of Related Literature
This chapter provides an overview of related literature and studies
gathered from books, the internet, journals, and, published materials which are
related to this study. The researchers show different views on the resiliency and
competency of teachers. This served as the basis of the conceptualization of this
study from the problem identification and formulation of the methodology which
will be used and answering the questions.
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According to an article by Manila Times (2022) Vice President and
Department of Education Secretary Sara Z. Duterte signed the DepEd Order
(DO) 44, series of 2022, which required both private and public learning
institutions to transition to five-day face-to-face classes starting November 2,
2022, as it believes that in-person classes “promotes academic development and
the overall mental health and well-being of the students.
Dr. Maria Rosario Singh-Vergeire, the Officer-In-Charge of the
Department of Health said that face-to-face classes boost academic
performance, improve mental health and well-being, and help develop social
engagement skills. For this reason, the DOH has expressed full support in
allowing the return to full face-to-face classes regardless of vaccination status.
Behavioral engagement in face-to-face classes can have positive impacts
on high school students’ academic performance. When students are engaged
with their peers in the classroom, they are more likely to feel connected to their
school and motivated to learn. According to (Ghenaati & Nastiezaie, 2021)
Behavioral engagement is a visible behavior in dealing with assignments and
encompasses components such as attempting to carry out assignments
continuing assignments and asking for help from others while doing them.
According to (Pechame, et al., 2021) Students’ preferences can be
assessed through a comparison of the means of each emotional pair associated
with each class modality. Face to face classes appear as the winning option
when trading of different assessed feelings. Face to face classes are perceived
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as the option that offers a higher degree of positive feelings in terms of being
nearby to students, confidence, interesting, being perceived as known and high
quality.
Face-to-face classes offer immediate feedback to students which are
crucial for their learning and growth. In traditional classroom settings, teachers
can provide feedback to students immediately as they are completing
assignments or participating in class discussion, allowing students to adjust and
improve their understanding in real-time” (Elliot & Neal, 2016). In a traditional
classroom setting teachers can observe students as they complete assignments
or participate in discussions and provide feedback to them right away. This
immediate feedback can help students correct any misunderstandings or errors
in their thinking, which can lead to better learning outcomes.
Face to face classes offer several significant advantages for, students,
particularly in maintaining class attendance and enhancing reading abilities. In
face to face learning environments, students have the opportunity to directly
interact with the teachers and receive immediate assistance which can impact
their educational journey.(Goza, G., 2023).
According to (Peters, K., 2021) In face to face classes, you learn new
concepts and skills alongside other students in real life. It’s easier to emphasize
and learn from one another because you’re on the same learning journey.
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Also according to (Canque, et al., 2023) Students do encounter different
form of challenges in the resumption of limited of face to face classes, yet with
strong support of their significant others, different individuals, and organizations,
they were able to cope with the challenges they met during the transition of in-
person instruction. It implies that each student in the new normal needs any form
of support, particularly from family and relatives.
Review of Related Study
Face-to-face learning, often conducted in physical classrooms, has long
been the traditional mode of education. This review examines a collection of
studies focused specifically on face-to-face learning and its impact on student
performance, preferences, and overall educational outcomes. By analyzing both
local and foreign studies, we aim to gain insights into the learning experiences
and challenges associated with this traditional form of education.
Local Studies:
According to (Altindag et al., 2021), Their research showed that students
who participated in face-to-face courses achieved better grades, had lower
course withdrawal rates, and were more likely to receive a passing grade
compared to their online counterparts. These findings highlight the advantages of
direct interaction and engagement that can be experienced in a physical
classroom environment. The researchers suggest that the ability to directly
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interact with instructors and fellow students in real-time contributes to better
academic performance and overall success in the course.
One study conducted by (Delute & Ada, 2021) Explored students'
preferences for face-to-face classes over distance learning. Through interviews,
they identified several themes, including the value placed on in-person
interactions and the challenges students faced in adapting to online learning. The
study revealed that students generally preferred face-to-face classes due to the
opportunities for immediate feedback, personal connections with peers and
instructors, and a sense of community within the classroom. The challenges
associated with online learning, such as limited social interactions and difficulties
in adapting to the virtual environment, were also highlighted.
Another study conducted by (Salamuddin, A., 2021) Focused on students'
perspectives on face-to-face learning and modular distance learning. The
findings showed that students agreed on the significant contribution of face-to-
face learning to their overall learning experience. However, there was
disagreement regarding the effectiveness of modular distance learning. Some
students expressed concerns about the limited interaction and engagement in
modular distance learning compared to the dynamic environment of face-to-face
classes.
Based on the study conducted by (Bautista Jr. 2022) examined attitudes
towards distance learning as an alternative to face-to-face learning. The research
revealed a negative attitude towards distance learning among the participants.
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They believed that students learn less in distance education classes and
expressed concerns about the prevalence of academic dishonesty in online
settings. Teachers also raised concerns about the availability of infrastructure
and the challenges of managing technology in distance learning.
(Pattung and Caban 2023). Identified various challenges related to face-
to-face learning based on their research. These challenges included integrating
information and communication technology (ICT) into teaching, adapting to new
teaching modalities, managing social interactions, and preparing instructional
materials. While positive learning experiences were reported during teaching
internships, difficulties in time management, developing ICT skills, and adjusting
to the absence of face-to-face classes were noted.
Foreign Studies:
A study conducted by (Ontong et al. 2020) Found attending additional
face-to-face sessions alongside traditional classes had a significant positive
effect on student performance. This suggests that supplementing face-to-face
learning with extra sessions can enhance learning outcomes.
A study conducted by (Ni, L., 2022) Emphasizing that face-to-face learning
allows students to directly stimulate learning through various individual or group-
based methods, promoting the development of comprehensive cognitive,
affective, and psychomotor domains.
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A study conducted by (Spencer and Temple, 2021) Reported that students
performed better academically and expressed a higher preference for traditional
face-to-face formats. These findings indicate that physical classroom settings
offer enhanced learning experiences and higher levels of engagement compared
to other formats.
A study conducted by (Ahmed et al. 2020) found that participants agreed
that face-to-face teaching allowed them to inspire students and have meaningful
connections with them, emphasizing the value of personal interactions in
fostering motivation and engagement in the learning process.
(Bylieva et al., 2019) observed that within theoretical and general
education courses, the predominance of face-to-face learning positively affected
the educational process and learning outcomes, supporting the idea that direct
interaction promotes effective knowledge transfer and understanding.
Overall, the reviewed studies, both local and foreign, consistently support
the notion that face-to-face learning offers advantages over online or distance
learning in terms of academic performance, student preferences, and
engagement. These studies highlight the importance of direct interaction, the
challenges associated with transitioning to online learning, and the value placed
on in-person classroom experiences.
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Statement of the Problem
This research aims to narrate, describe, and explicate the face-to-face
experiences of Grade 8 learners of Toledo National High School performance.
Especially, this study seeks to provide answers to the following:
1. How can you describe your face-to-face learning experiences this school
year?
Scope and Limitation of the Study
This study focuses on the face to face learning experiences of four
students of Grade 8 Stargazer of Toledo National High School through
conducting an interview and observations; we will explore the learner’s face to
face learning experiences. The selection of respondents has initially limited to
four students of Grade 8 Stargazer of Toledo National High School Toledo,
Nabas, Aklan.
Significance of the Study
This study will be beneficial and insightful for the following:
Faculty members - The study will help them have a broader understanding of
the benefits of face- to face classes on the academic performance of a student.
Students - The study will serve as additional knowledge that may use to
effectively engage themselves on the face- to- face classes and to improve their
skills and knowledge that can help them Excel in their studies.
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Parents - The study will grant them the knowledge that face-to-face classes are
benefited their children which will help their children to effectively gain knowledge
that will improve their academic performance.
The Future Researcher - The study may serve as a source of information or a
solid basis for the benefits of face-to-face classes in their academic
Definition of Terms
Academic- is used to describe things that related to the work done in schools,
colleges, and universities, especially work which involves studying and reasoning
rather than practical or technical skills.
Benefits- something that produces good or helpful results, effects or that
promotes wellbeing.
Classes- a group of students who are taught together at school.
Face-to-Face classes- are an instructional method where course content and
learning material are taught in person to a group of students.
Intrapersonal Interaction – is a communication process that involves the
exchange of information, feelings, and meaning by means of verbal and non-
verbal messages between two or more persons.
Interaction- an occasion when two or more people communicate with or react to
each other.
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Knowledge- is a familiarity, awareness, or understanding of someone or
something, such as facts, information, descriptions, or skills, which is acquired
through experience or education by perceiving, discovering, or learning.
Learning- a process that leads to change, which occurs because of experience
and increases the potential for improved performance and future learning.
Online learning – it is typically conducted on the Internet where students can
access their learning materials.
Performance- is the measurement of student achievement across various
academic subjects. Teachers and education officials typically measure
achievement using classroom performance, graduation rates, and results from
standardized tests.
Study-the activity or process of learning about something by reading,
memorizing facts, attending school, etc.
Student-a person formally engaged in learning, especially one enrolled in a
school or college.
Teaching- is the concerted sharing of knowledge and experience, which is
usually organized within a discipline and, more generally, the provision of
stimulus to the psychological and intellectual growth of a person by another
person or artifact.
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CHAPTER II
METHODOLOGY
In this chapter, the methods and procedures that will be used in the study
were presented by the researchers. This chapter presents the following sections:
(a) the research method, (b) research design (c) the respondents of the study, (d)
the research instrument, and (e) the research procedures.
Research Method
In this study the method that has been used is qualitative method. A
qualitative method is used to understand people’s beliefs, experiences, attitudes,
behavior, and interactions. The purpose of this study is to understand, describe,
and generates non-numerical data. Researchers used case study design of
qualitative method to determine that used to generate an in-depth, multi-faceted
understanding of a complex issue in its real-life context. A survey interview is
qualitative in descriptive form and through survey interview the researchers will
be able to gather factual information.
Research design
This study employed the qualitative method using case study technique in
which a case study is an in-depth study of one person, group, or event. In case
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study, nearly every aspect of the subject’s life and history is analyzed to seek
patterns and causes of behavior. In this study the researchers tend to gather the
learning experiences of the respondents to the face to face learning.
Respondent of the study
The respondents of the study are the Grade 8 Stargazer students of
Toledo National High School, Toledo, Nabas, Aklan. The total populations of
grade 8 stargazer are 36 students. It is 4 respondents or students are chosen
based on their availability and willingness to take part in the study.
Research Instrument
The researcher was utilized data collection and documentation that has
one question for the issue mentioned in the statement of the problem. The
researcher was created a self-made question that will be rigorously validated and
was designed to address the problem statement.
The researchers used research instrument questions that include
interviews. The research instrument is usually determined by the researchers
and is tied to the study methodology. The instrument that the researchers will be
used in conducting and developing the research is an interview and observation.
The researchers use the traditional data collection technique. A one-on-one
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interview will be used for the interaction where verbal questions purposely the
interviewer to elicit verbal responses from the interviewee.
Research Process
The study specifically targets a group of 4 Grade 8 Stargazer students
from Toledo National High School in Toledo, Nabas, Aklan. To ensure a
comprehensive understanding of their perspectives, we conducted individual
interviews with each student. These interviews were designed to create an open
and supportive environment, where each student felt comfortable and confident
in sharing their honest thoughts and opinions. By providing such a conducive
atmosphere, we aimed to capture a diverse range of insights and experiences
from the Grade 8 Stargazer students.
Through these interviews, we delved into various aspects of their
educational journey, exploring their perceptions of face-to-face classes, modular
learning, and online learning. We encouraged them to reflect on their own
academic performances, social interactions, and overall engagement in different
learning environments. By giving each student a voice and valuing their input, we
sought to gain rich qualitative data that would contribute to the overall findings of
the research.
In addition to the interviews, our study employed various other qualitative
methods, such as observations, to complement the insights gathered. This multi-
faceted approach enabled us to develop a holistic understanding of the students’
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experiences, considering their subjective viewpoints expressed in interviews and
their observable behaviors in different learning settings.
By employing these research methods, our goal was to capture the
nuanced perspectives, experiences, and emotions of the Grade 8 Stargazer
students, allowing their voices to share and enrich the outcomes of the study. To
ensure the authenticity and reliability of the data collected during the interviews,
we implemented rigorous ethical considerations and confidentiality measures.
Prior to conducting the interviews, we obtained informed consent from both the
students and their parents or guardians. We assured them that their participation
was voluntary and that their identities would remain anonymous throughout the
study. This confidentiality framework fostered a sense of trust and openness,
enabling the students to share their genuine experiences without fear of
judgment or repercussions. By upholding these ethical standards, we aimed to
uphold the integrity of the research and prioritize the well-being and privacy of
the participants.
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CHAPTER III
RESULTS AND DISCUSSION
This study is mainly focused on exploring the face-to-face learning
experiences of grade 8 learners. With the recent shift towards modular and
online classes due to the Covid-19 pandemic, there is a growing concern how
this change affect students’ academic performances and social growth. This
research aims to know the learning experiences of students during face to face
classes.
I. Learning Experiences
The interview among participants on their experiences with the face-to-
face classes have revealed various types of experiences. Many participants
generally view their experience with face-to-face classes as desirable. The
accounts provided below detail the experiences shared by the participants.
I.1. Desirable Experiences
A participant narrated that with face-to-face classes, she said “
Para sakun mas nakakahalubilo nakun ang akun classmtaes, dahil dati by
modular kaya mas nami gid do face-to-face dahil pwede run nimo makausap
ang imong classmates about sa lesson or mga activity ( for me, my classmates
get along better, because it used to be modular before. That’s why I prefer face-
to-face because you can talk to your classmates about the lesson or activities).
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One also said “ Para sakun, mas na e-explain bala it mga tecaher do mga
lesson, kaya mas mabilis nakun ma intindihan do mga lesson. Dahil dati by
modular, so kami lang ga intindi kung ano nakalagay sa module, kaya face-
toface ang mani (for me, the lessons will be explained better by teacher, because
it used to be modular before, so we were the only ones who understood the what
was written in the module, so I prefer face-to-face). Another one said, “ Mas
marami kaming natutunan dahil sa face-to-face classes, pwede kami ka ask sa
mga teacher it mga lesson na indi namon ma gets, tapos pwede kami mag join
sa mga school actvity, kaya mas ga dagdag amon mga kaalaman (We learned
more, because of the face-to-face classes, we can ask the teachers about the
lesson we don’t get, also we can join the school activities, so we can increase
our knowledge even more).
1.2. Undesirable Experiences
A participant narrated that with face-to-face classes, she said “ Na
experience ko during face to face classes, maraming school works
tsaka mga activity pinapagawa, kaya minsan hindi ron nakun kaya,
kaya nagkakaroon ako ng anxiety ngayon, yun lang po” (In my
experience during face to face classes, there are a lot of school
works as well as activities, so sometimes I can't do it, that's why I'm
having anxiety now, that's all)
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II. Insights from Face-to-Face Learning Experiences
A participant narrated that with face-to-face classes, she said
The various narratives presented earlier in this chapter have brought the
researchers to the following insights about face-to-face classes;
a. The lesson will be explained better.
b. It fosters greater socialization.
c. It facilitates greater learning.
d. It creates anxiety.
Overall, based on the data that we gathered in our interview in Grade 8
students of Toldeo National High School, Toledo Nabas Aklan, there are positive
and negative learning experiences about face-to-face classes, 3 out of 4 of the
respondents said that face-to-face classes are enjoyable, students have actively
participated during face-to-face classes, understand the lesson well, and
students can easily catch up on the lessons during discussions. For negative
experience, Hectic, because it mostly has a lot of activities and a lot of school.
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DOCUMENTATION
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CHAPTER IV
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter summarized the results, conclusion, and recommendations
that based on the study on the interview of Grade 8- stargazer students of Toledo
National High School. An interview was conducted with the respondents to
assess, “Exploring the Face-to-Face learning experiences of Grade 8 Learners.”
Summary of findings
Based on the findings of the gathered data, the researchers were able to
come up with the following findings:
1. Students were actively participated in different school activities during
face-to-face classes.
2. Students engage to a lot of school works during face to face classes.
3. Students were able to understand the lessons well and enjoy the
discussion during face to face classes.
4. Student will experience different school activities and events during face to
face classes.
5. Students encountered hectic schedules because of a lot of school works
during face to face classes.
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Conclusions
come up with the following conclusions:
1. Students were actively participated in different school activities during
face-to-face classes because they have a lot of opportunities to actively
joint the different school activities that will able to showcase their talents.
2. Students engage to a lot of school works during face to face classes
because it will help them to gain more knowledge in which they will able to
apply in a real life situations.
3. Face to face learning experiences will give chance to a student to
understand the lessons well and enjoy the discussion and develop a good
interaction with the teacher.
4. Face to face classes will give a lot of opportunities to a student’s
experience different school activities and events during face to face
classes that will help them to gain more knowledge and experiences.
5. Hectic schedule will teach the students to balance and manage their time
during face to face classes and doing a school works.
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Recommendations
come up with the following conclusions:
1. It is highly recommended that high school students attend face-to-face
classes to improve their academic performance.
2. Face to face classes offer a better learning experience as students can
interact with teachers and peer in real-time and engage with physical
learning resources.
3. Face to face learning experiences will develop the relationship with the
community and socialization with other people, which can enhance
collaboration, motivation, and accountability among students.
4. Face to face classes have been shown to improve the activeness of
students in extracurricular activities that also help them improve their skills
and talents.
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Spencer, D., & Temple, T. (2021). Examining Students’ Online Course

Perceptions and Comparing Student Performance Outcomes in Online
and Face-to-Face Classrooms. Online Learning.
https://doi.org/10.24059/OLJ.V25I2.2227.
29
APPENDICES
30
LETTER TO THE RESPONDENT
A pleasant day to you! We are the Grade 11 Humanities and Social

Sciences (HUMSS) students from St. Anne Business Institute Inc. currently
taking up our Practical Research 1 as a partial fulfilment of our requirements in
the said subjects. May we ask your precious time for an interview in the study
entitled “EXPLORING THE FACE TO FACE LEARNING EXPERIENCES OF
GRADE 8 LEARNERS”
Your utmost feedback, concerns and response are great help for us in
achieving our goal. Rest assured that all the information that we will gather will
be treated with outmost confidentiality and it will be only used for our study.
We are hoping that this request will merit your positive response. Again,
thank you for accepting our concern. May God bless you.
Respectfully yours,
Otayde, Johannes Marc M. Berdonar, Mae N.
Amacio, Ej M. Nace, Chielo M.
Quirino, Marianne D. Ducusin, Angel Joy H.
Sibulan, Stela Mariz V.
31
Appendix A
Authorization Letter
April 17, 2023
LHORENCE REYES
Principal 1
Toledo National High School
Toledo, Nabas, Aklan
Sir,
Greetings!
We, the Senior High School Students of Grade 11 Humanities and Social
Sciences (HUMSS) would like to ask for permission to allow us to conduct an
interview among your students about “EXPLORING THE FACE TO FACE
LEARNING EXPERIENCES OF GRADE 8 LEARNERS” The interview will last
about 10 to 20 minutes. Rest assured that the data gathered will be
main confidential and for academic purposes only.
We are hoping that this request will merit your favorable approval.
Respectfully yours,
OTAYDE, JOHANNES MARC M. AMACIO, EJ M.
NACE, CHIELO M. QUIRINO, MARIANNE D.
DUCUSIN, ANGEL JOY H. BERDONAR, MAE N.
SIBULAN, STELA MARIZ V.
Noted By:
MICHELLE D. TAYTAYON JESS JAY M. SAJISE, Ph.D

Research Adviser Chairman/ School President
Approved by:
LHORENCE REYES
Principal I
32
Appendix B
Survey Questionnaires for Interview
1. How can you describe your face-to-face learning experiences this school
year?
33
Appendix C
Certificate of Instrument Validation
This is to certify that the survey questionnaire/instrument of the study

entitled EXPLORING THE FACE TO FACE LEARNING EXPERIENCES OF
GRADE 8-STARGAZER IN TOLEDO NATIONAL HIGH SCHOOL.
Prepared by:
Johannes Marc M. Otayde

Ej M. Amacio
Cheilo M. Nace
Marianne D. Quirino
Stela Mariz V. Sibulan
Angel Joy H. Ducusin
Mae N. Berdonar
Joy Mae D. Santiago
has been validated and found to be complete and satisfactory with respect to
face and content validity
MR. RICKY M. LATOSA, MAT
34

Prepared by:

Ej M. Amacio
Cheilo M. Nace
Marianne D. Quirino
Mae N. Berdonar
Joy Mae D. Santiago
MAMERTO ELIER P. IGUIRON, Ph.D, LPT
35

Prepared by:

Ej M. Amacio
Cheilo M. Nace
Marianne D. Quirino
Mae N. Berdonar
Joy Mae D. Santiago
JESS JAY M. SAJISE, Ph. D
36
CURRICULUM VITAE
37
JOHANNES MARC M. OTAYDE

Email Address: johannesotayde@gmail.com
Address: Solido, Nabas, Aklan
Mobile Number: 09618071144
______________________________________________________________
OBJECTIVE: To conduct a comprehensive research study investigating the
advantages of face-to-face classes in enhancing the academic performance of
high school students.
PERSONAL ATTAINMENT:
Address : Solido, Nabas, Aklan
Date of Born : February 6, 2006
Civil Status : Single
Height : 5'7
Weight : 98kg
Nationality : Filipino
Religion : Roman Catholic
Language : Filipino & English
Vocational : None
Educational Background
Secondary: St. Anne Business institute Inc.
May 5, 2017
Primary: Nabas Elementary Schoool
February 11, 2011
38
EJ M. AMACIO
Email Address: ejamacio7@gmailcom
Address: Gibon, Nas, Aklan
Address : Gibon, Nabas, Aklan
Date of Born :January 27, 2006
Height : 5’5
Weight : 55kg
Language : Filipino, English Bisaya

Vocational : None
Secondary: St. Anne Business Institute Inc.
May 5, 2017
Primary: Gibon Elementary School

Gibon, NAbas, Aklan
February 11, 2011
39
CHIELO M. NACE
Email Address: chielonace2@gmail.com
Address: Nagustan, Nabas, Aklan
Address : Nagustan, Nabas, Aklan
Date of Born : May 01-2006
Height : 4'9
Weight : 50kg
Vocational : NCII Food and Beverage Holder
May 5, 2017
Primary: Nagustan Elementary School

Nagustan, Nabas, Aklan
February 11, 2011
40
MARIANNE D. QUIRINO
Email Address: mariannequirino@gmail.com
Address: Gibon Nabas Aklan
Address : Gibon Nabas Aklan
Date of Born : September 28, 2003
Height : 5’2
Weight : 40kg
Vocational : None

May 5, 2017

February 11, 2011
41
MAE N. BERDONAR
Email Address: maeberdonar@gmail.com
Address: Nagustan Nabas Aklan
Address : Nagustan Nabas Aklan
Date of Born : November 15, 2003
Height : 5’4
Weight : 51kg
Religion
: Roman Catholic
Vocational : None
Secondary: Toledo National High School


February 11, 2011
42
ANGEL JOY H. DUCUSIN

Email Address: ducusinangeljoy@gmail.com
Address: Libertad Nabas Aklan
Address : Libertad Nabas Aklan
Date of Born : April 24,2006
Height : 5’0
Weight : 52kg
Religion : Iglesia
Vocational : None
Secondary: Unidos National High School

Unidos, Nabas, Aklan
May 5, 2017
Primary: Libertad Elementary School

Libertad, Nabas, Aklan
February 11, 2011
43
JOY MAE D. SANTIAGO

Email Address: joymaesantiago@gmail.com
Address: Buenasuerte Nabas Aklan
Address : Buenasuerte Nabas Aklan
Date of Born : September 7, 2006
Height : 5’2
Weight : 50kg
Language : Filipino, English, Bisaya

Vocational : None

Toledo, National, High School
May 5, 2017
Primary: Buenasuerte Elementary School

Buenasuirte, Nabas, Aklan
February 11, 2011
44
STELA MARIZ V. SIBULAN

Email Address: Sibulanstela@gmail.com
Address: Unidos, Nabas, Aklan
Address : Unidos, Nabas, Aklan
Date of Born : May 25, 2006
Height : 5’1
Weight : 43kg
Language : Filipino, English, Bisaya
Vocational : None
Secondary: Unidos National High School

May 5, 2017
Primary: Unidos Elementary High School

February 11, 2011
45
46

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ST. ANNE BUSINESS INSTITUTE INC.

SENIOR HIGH SCHOOL DEPARTMENT

THE PROBLEM AND ITS SETTING

Face-to-face classes are simply defined as teaching a group of students

imparting knowledge. Face-to-face classes offer a sense of immediacy and a

students but also develops a sense of belonging and community in the

There are many benefits to face-to-face classes that have been

demonstrated to improve high school students’ academic performances. One can

produce successful outputs or outcomes since clarity of the topic is being

Other benefits of having this interaction also include improved critical

thinking abilities, increased engagement and connection with classmates and

instructors, and a greater sense of accountability and responsibility for their

Researchers also wanted to investigate the effects of face-to-face learning

experiences on high school students’ sociability, emotional growth, and

communication abilities. Studies of this may brighten everyone’s mind of how

interaction between students and teachers. Using online resources such as

videos, articles, and interactive exercises to supplement the face-to-face classes.

Encouraging students to use technology outside of class to research and study

There are lots of ways to improve face-to-face learning experiences and

positive and negative of face-to-face learning experiences can help us better to

understand the requirement of our students and design successful learning

environments that will help them succeed.

Background of the Study

The study focuses on 4 students of Grade 8 Stargazer from Toledo

experiences of the students in face to face learning. In this qualitative research

learning experiences of the students.

Face-to-face learning experiences have many benefits to offer for students

like providing a more personalized learning experience, which allows for

immediate feedback and enhanced social interactions. Face-to-face learning

experiences provide a more beneficial. The key advantage of traditional

classroom learning is that it provides personalized learning opportunities, social

interactions, and active learning (Duchin, 2016). Students acquire more

enhances the learning experience through a supportive and interactive

These learning experiences weather positive or negative could improve

the student’s academic performances since they could participate in classrooms

they can practice how to socialize with other students.

Therefore, conclude that a face-to-face learning experience were

necessary and beneficial to the Grade 8- Stargazers students of Toledo National

High School and is therefore commendable to students and teachers to produce

a globally competitive individual.

Insights from Learners Experiences

them to improve their critical thinking abilities, increase engagement and

connections with classmates and instructors, and a great sense of accountability

and responsibility for their learning.

Learner experiences, it determines how learners’ program, whether it is

positive or negative. Some examples of learning through experience include

focuses on being authentic, interactive, and collaborative to enhance

engagement and improve knowledge retention.

be related to training content, trainer performance, and learner success.

Review of Related Literature

This chapter provides an overview of related literature and studies

competency of teachers. This served as the basis of the conceptualization of this

will be used and answering the questions.

According to an article by Manila Times (2022) Vice President and

Department of Education Secretary Sara Z. Duterte signed the DepEd Order

institutions to transition to five-day face-to-face classes starting November 2,

2022, as it believes that in-person classes “promotes academic development and

the overall mental health and well-being of the students.

Dr. Maria Rosario Singh-Vergeire, the Officer-In-Charge of the

Department of Health said that face-to-face classes boost academic

allowing the return to full face-to-face classes regardless of vaccination status.

Behavioral engagement in face-to-face classes can have positive impacts

on high school students’ academic performance. When students are engaged